AutismPutting the Pieces Together

Visual Structure

• Definition: The process of incorporating concrete visual cues into a task or activity.

• Purpose: To capitalize on visual strengths, while minimizing reliance on weaker auditory processing skills.

Proactive Strategies 101

• Prevention: In order for behavior problems to be minimized, there is the need for a repertoire of PREVENTION, INTERVENTION, and POST-VENTION strategies. If there is a piece missing, do some fine-tuning and tweaking to find out what is the missing puzzle piece.

Three Key ElementsVisual Instructions

Visual Organization

Visual Clarity

Visual Instructions

Visually tells the student the sequence to complete the task

Visual instruction helps the child to combine and organize a series of elements to obtain a desired outcome

Levels of Visual InstructionJig / Cutout / Inset Puzzle / Task Boxes• One to one correspondence / objects

The student matches the same colored blocks in a predetermined pattern.

The student demonstrates one-to-one correspondence by placing one cotton ball in each spot in an ice cube tray.

Levels of Visual InstructionPictures• Picture list – shows correct sequence to complete task

The student sequences letters of the alphabet.

Levels of Visual InstructionPicture Dictionary• Pictures paired with the written word• This helps introduce beginning reading skills

Levels of Visual InstructionWritten Instructions• Single words or multiple word sequences that tell the student

what to do

Levels of Visual InstructionProduct Samples• A previously prepared example of the finished product

Helps with sensory input by organizing materials and space

in the work environment making

it easier to understand the task

Visual Organization

Use of physical

boundaries, containers,

folders

Visual Organization

Visual Instructions

• Designated work areas• Seated at the front of the class or

closest to where teacher stands or sits• Minimize the transitions• Watch out for halls• A place for cooling off

Visual Organization

• Containers & Folders• Separate containers helps reduce distraction• Visually coded

• Green & Red for Go & Stop• Left to right• Top to bottom• First and then• Color designated for specific student or subject• Label classroom / areas to correspond to student or subject• Pictures

Visual Clarity• Visually highlighting the important

information• Use visual cues to reinforce any information

you need to convey by using colors, pictures, symbols, drawings, grading rubrics, Venn diagrams, numbers, words, or any combination of the above

• Visual clarity is achieved by limiting material• Keep it simple• Remove unnecessary or irrelevant materials

Visual Schedules• The purpose of a visual schedule is:

• Help address the child’s difficulty with sequential memory and organization of time

• Assist children with language comprehension problems to understand what is expected of them

• To prepare the student for upcoming activities• To assist the student in transitioning independently between

activities and environments• Lessen the anxiety level of children with autism

Visual Schedules

Visual Schedules

May include:

Schedule of individual tasks

Schedule of class time

Schedule of the whole day

Activities for a field trip or special event

Visual calendar

Choosing the Type of Visual Schedule

• Real Objects• Photographs (“Picture This”, digital photos)• Realistic drawings• Commercial picture system (Boardmaker)• Written words/lists (agendas)

***Consider at what cognitive level your student is functioning.***

30 Reasons to Use and to Keep Using a Visual Schedule

See Handout

Resources• Web Sites

Kansas State Resources and Autism Information Websites Kansas State Resources: http://www.nichcy.org/stateshe/ks.htm NICHCY Connections…to Autism Resources: http://www.nichcy.org/resources/autism.asp NICHCY Connections…to Asperger Syndrome: http://www.nichcy.org/resources/asperger.asp NICHCY Connections…to Rett Syndrome: http://www.nichcy.org/resources/rett.asp NICHCY Connections…to Childhood Disintegrative Disorder: http://www.nichcy.org/resources/disintegrative.asp NICHCY Connections…to PDDNOS: http://www.nichcy.org/resources/pddnos.asp

Resources• Web Sites

Autism Information Websites

Textol…inexpensive velcro by bulkhttp://www.textol.com

Autism Papers…strategies for supporting students with autismhttp://www.specialed.us/autism/structure/str11.htm

CESA7 Special Education Serviceshttp://www.cesa7.k12.wi.us/sped/autism/index1.htm

Do 2 Learnhttp://www.do2learn.com/picturecards/forms/index.htmhttp://www.trainland.tripod.com/pecs.htmhttp://www.angelfire.com

Resources• Web Sites

Autism Information Websites

Beyond Autismhttp://trainland.tripod.com/pecs.htm

• BooksHow Do I Teach this Kid? Kimberly A. HenryPractical Strategies for Working with Students with Asperger Syndrome and High-Functioning Autism Kathy Morris

Questions What do I

need to explain better or is there a question related to your student?